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Mrs. Clarence Diamond President Federated Women's Institutes of Ontario International Year of the Child was intended to stimulate awareness of the child‘s situation in our pre- sent changing society, to change attitudes, to ensure as far as possible that children’s mental, physical and nutritional needs are met, to encourage sharing and to listen and consider interests, fears and ideas of tomor- row‘s citizens. From this focus on our most precious possession, we cannot expect miracles but we can resolve to be a positive factor in fostering togetherness and discussion in working out problems and successes. Mark Twain said we are products of our inheritance, early training and environment. The peace and prosper- ity of tomorrow’s world depends on the well being of today's child so our faith is the hope for tomorrow and we have asked you to hold at least one meeting on IYC. THE CHILD AS A PERSON. Children are miniature adults but do we speak to them as individuals or even listen? We must dialogue with them, be open minded and give them the opportunity to grow and glimpse at better view of what tomorrow may bring. THE CHILD AS A CITIZEN. Canada’s 7 million children are not born equal and there are 350 million in other countries denied basic essentials. Poverty, em0« tional or learning disabilities and homeless children do not make a healthy standard of life in which they can mature and develop a philosophy for future expectaa tions. At home and through our ACWW we have sup- ported ways and means to help those in other parts of our world learn more healthful standards that they may live to be the best they can. THE CHILD AS A CREATIVE BEING. Do we want children to be carbon copies of the originals of what they can be? Do we put them in boxes whose walls are sometimes made of attitudes, prejudices, or images of people we would like them to be? Let’s push aside those walls and help them plan and develop ideas of their own. THE CHILD AND THE MEDIA. Do we think only of the negative side of media and approve certain pro- grams? Or do we direct and help children understand there is education there but we must learn to distinguish content and motives presented? Did you ever hear an interview giving children a chance to express their feel- ings on what they think is right or wrong about school, parents, others, or the land in which they live? Is TV, 4 one of the products of our highly technical world it, model that literally cuts off dialogue between rat-mile members and turns the child into a silent Statue? y THE CHILD AT PLAY AND SCHOOL. When did we slow down to see or feel the beauties of l‘tElttll'e? Do we listen to a child's glee when a bird's nest of .7:in . . in hungry. baby birds 15 found, or express deligl. wring; bouquet of dandelions is gathered and 10\‘.. 11v pm. sented? We have to take time to let little hand am by helping and encourage communication to pig: am the child's imaginative role. Are we quick to . . . . ictze a child’s school report if it does not measure up .~,pec_ tations instead of giving encouragement? Dr 7 take time to teach when a child questions rather I' DOSL poning until we are not busy? THE CHILD IN THE COMMUNITY. Man! was to the child the best it can give, but many _. , and physical factors isolate children from society. may, personal interactions have no room to emerge r :om_ munity with a built-in zoning bias against Chili It is through observing, playing and talking with 5 and adults that a child unfolds and discovers capaht and feelings of tolerance, co-operation, compass and joy. If children are always delegated to a work met, own be it a nursery, playground or TV roe liege human touches will not fully develop. Fami have changed a lot but by example children can t llgi'll dignity and respect for others and to folio. hen Schweitzer’s theory that one has to help othr :. he happy. THE CHILD AND THE FAMILY. We here strongly that the family is number one in impor :10 afford proper background of learning to it with others, to transmit values, knowledge, to chip human virtues, and as an emotional shelter to itect interests. Let us not stress how children are sup 1d to react but instead accept them for individual I.‘; ‘Iies. Discipline with love, and courtesy to otli are qualities essential in all walks of life. “Today is For Tomorrow" is the theme wl our Provincial Government has chosen for IYt’, after attending luncheons by Hon. Mrs. Birch, and ding the draft paper “The Family as 3 Focus F0 Jcial Policy” stressing objectives sought by con‘ Hive discussion, I feel that the WI's of this provitt have given to their members self-help, educational 9 ram on these aims for 82 years and we must not he 1:: to co-operate and continue. For a child to do the very best, he or she ITlL have adequate nutritional food and be kept healthy. ‘ have become lax about immunization but we now asl ‘U 10 support our local action program. The onus is it NEH WI member to check and direct, not only their :mtli’ members, but those in the community, to health ntres for available immunization. Rights are everyone's business. May each one solve to do one special something to help a child to Sta WIPE development. May you become more aware Cu b3“ needs and seek to join hands of parents and chii=l.en [0 promote family well-being that the fountain of .1ie be sustained. WW1“